Control as Care: How Teachers in “No Excuses” Charter Schools Position Their Students and Themselves

Abstract

This qualitative study focuses on how early career charter school teachers (n?=?20) in schools utilizing a “no excuses” discipline approach describe their interactions with students. Using positioning theory as an analytic tool, we explore how teachers engage the language of no excuses discipline and associated behaviors to position their students as passive beings unaware of “what is best for them” and potential deviants needing oversight. In this way, relationships were largely described as focused on control and compliance. The findings raise questions about how no excuses systems shape teachers’ understandings of care for their students as well as how teacher-student relationships develop.     

Early schooling: its influence on reading comprehension at primary level / Escolarización temprana: su influencia sobre la comprensión lectora en primaria

Abstract

Early schooling may influence the future academic results of students. In spite of this, there are very few studies providing evidence to demonstrate such an influence, with children under three being included in the notion of early schooling, as is the case in this study. We analyse the influence of this kind of education on the reading comprehension of fourth year primary students in Spain, on the basis of the data obtained from the Progress in International Reading Literacy Study (PIRLS) of 2011. Given the type of sampling used with PIRLS, with its hierarchical structure, we estimate multilevel educational production functions. The results obtained indicate that early schooling, as well as the socio-economic and cultural background of families, has a positive effect on students’ results in reading comprehension. These results support proposals for widening opportunities for receiving free education in early childhood, at least for socio-economically disadvantaged families, in order to compensate for the lack of early schooling received by their children and the consequent effects this has on their reading skills.     

Why TV is missed: A functional analysis

Twenty four of 237 adults surveyed agreed with the statement “I'm addicted to television.” They ranged from 18 to 72 years old. Respondents completed the TV Addiction Scale (Smith, 1986), Eysenck Personality Questionnaire, (Eysenck &; Eysenck, 1975), Short Imaginal Processes Inventory (Huba, Singer, Aneshensel, &; Antrobus, 1982), and Television Use Styles Inventory (Schallow &; Mcllwraith, 1986–87). Compared with the rest of the sample, self‐labelled “TV addicts” were more neurotic, introverted, and easily bored. They more often used TV to distract them‐selvesfrom unpleasant thoughts, regulate moods, and fill time. Thegroups did not differ in positive fantasy.     

Parental child abuse potential and subsequent coping competence in disadvantaged preschool children: moderating effects of sex and ethnicity

This study evaluated the effects of abuse potential in parents on subsequent coping competence domains in their children, using a model empirically supported in a high-risk community sample by Moreland and Dumas (2007). Data from an ethnically diverse sample of 579 parents enrolled in the PACE (Parenting Our Children to Excellence) program was used to evaluate whether parental child abuse potential assessed at pre-intervention negatively contributed to child affective, achievement, and social coping competence in preschoolers one year later, and whether these associations were moderated by sex or ethnicity. Cross-sectional results indicated that parental child abuse potential was negatively related to child affective and achievement coping competence, after accounting for variance associated with child behavior problems. However, child abuse potential was not predictive of subsequent coping competence in any domain after controlling for previous levels of child coping competence. No moderating effects were found for sex and ethnicity, but results showed main effects of sex and ethnicity in cross-sectional analyses. Clinical implications and future directions are discussed.     

Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals

This investigation employed a longitudinal design to examine the influence of a one-shot growth mindset intervention on ninth-graders’ implicit beliefs about intelligence and related achievement goals in four different samples. The intervention conformed to characteristics of ‘wise interventions’. Participants’ incremental beliefs about intelligence and achievement goals were measured prior to the intervention and at several subsequent points in time following the intervention. Our results provide modest evidence that the one-shot intervention can promote incremental views of intelligence and reduce the prevalence of performance goals when used at scale.     

Vertigo in downhill mountain biking and road cycling

Vertigo has been described after the practice of mountain bike. This study aimed to investigate the prevalence of vertigo following competitions or training sessions of downhill mountain biking (DMB) or road cycling (RC). One hundred and two DMB riders, 79 road cyclists and 73 control participants filled in a survey intended to evaluate the prevalence of vertigo in daily living activities and following competitions or training sessions. Vertigo causal factors (crashes, head trauma, fatigue, characteristics of the path/road ridden) were recorded. DMB riders and road cyclists did not report more vertigo during daily living activities than controls. But DMB riders older than 30 had more risk to report vertigo than age-matched road cyclists (OR: 5.06, 95% CI: 1.23–20.62). Road cyclists aged between 20 and 29 were 2.59-fold (95% CI: 1.06–6.27) more likely to report vertigo than controls. After competitions and training sessions, DMB riders were 2.33-fold (95% CI: 1.22–4.41) more likely to report vertigo than road cyclists. Vertigo causal factors were crash with head trauma in DMB riders and fatigue in road cyclists. Vertigo during daily living activities may be of concern for cyclists, particularly older DMB riders. The accumulation of impacts (crashes, vibrations) during the career of a DMB rider may generate micro-traumatisms of the central nervous system and/or peripheral vestibular structures, particularly the otolith organs. In RC, the pathophysiological mechanisms generating vertigo might be effort-related disturbance of homeostasis. To avoid injuries, DMB riders should be aware that vertigo may occur at the end of training sessions or competitions.     

Demographic,Academic and Psychological Profile of Students Attending Counseling Services at the University of Granada (Spain)

The Spanish educational system, in general, and particularly at the university level, is characterized by the lack of systematic and quantitative evaluative research. This lack of data based research is particularly problematic due to the significant reforms that are currently taking place. Decisions are being made at political, administrative, and educational levels that are not substantiated by meaningful research. To address these concerns, this study focuses upon providing empirical data from students who attend the University of Granada and who have sought services from Counseling Services. This paper provides data concerning the demographic, academic and psychological characteristics that impact students adaptation to the Universitys academic and personal challenges.Ph.D. student at the University of Granada in the Department of Developmental and Educational Psychology.Received her degree in Psychology from the University of Asucion (Paraguay). She is currently a Ph.D. student at the University of Granada and has received a grant to work in Counseling Services.Ph.D. student at the University of Granada in the Educational Intervention in Educational and Developmental Contexts program, offered through the Department of Developmental and Educational Psychology.     

Pre-K-8 prospective teachers’ understanding of fractions: An extension of fractions schemes and operations research

In an effort to expand our knowledge base pertaining to pre-K-8 prospective teachers’ understanding of fractions, the present study was designed to extend the work on fractions schemes and operations to this population. One purpose of our study was to validate the fractions schemes and operations hierarchy with the pre-K-8 prospective teacher population to determine whether this population follows the same trajectory as upper elementary and middle school students. A second purpose of our study was to identify which of the fractions schemes and operations our sample of prospective teachers demonstrated evidence of having constructed along with what this tells us about prospective teachers’ understanding of fractions. We were able to validate the hierarchy for this population, meaning that each lower-level fraction scheme/operation appeared to be a prerequisite to the higher-level schemes/operations. We found that although most of the prospective teachers had constructed the lower-level schemes and operations, less than half had constructed the more sophisticated ones. An unexpected result related to the association between the coordination of three levels of units and the iterative fraction scheme is addressed. Prospective teachers’ reliance on procedural knowledge related to fractions also presented a challenge to assessing, in particular, their ability to coordinate three levels of units. We conclude with implications for research and practice in mathematics courses intended for pre-K-8 prospective teachers.